Brevard County Public SchoolsSchool Improvement Plan

2014-2015

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

The Christa McAuliffe Elementary Community will empower students by challenging them to achieve their personal best in all areas of education and to utilize McAuliffe Life Skills to become life long learners. Each morning our students recite the Christa McAuliffe Pledge: “I believe in me, I will do my best each day. I believe that if I work hard I will succeed. I can learn. I will learn. I am worth it.”

Vision Statement:

Our vision for the Christa McAuliffe Elementary community is to attain excellence by encouraging responsible, independent, life long learners.

Communication of School Improvement Plan: Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders.

Members from SAC ( teachers and parents) met over the summer to review the FCAT and other end of the year test data to determine which of our action steps worked and which did not. We came to the conclusion that our focus on the High Yield Strategies including our additional focus on Essential Questions had the desired results. The members decided that an area we need to continue focusing on was writing across all curriculum areas. This data was discussed at our Preplanning staff meeting. Teachers and staff members also felt that our main focus this year should be on Writing Responses across all content areas as our writing FCAT data was one of the few areas where our students showed a decline. A draft of the SIP was sent to all of the McAuliffe staff and SAC members to review. Certain changes were made to the plan based on their feedback. Teachers were sent an updated draft copy to help them write their PGPs. I also mentioned in my Open House video (September 4th, 2014) that we have a draft of our SIP plan available in the front office and media center for their review and input. I also asked them to sign up if they wanted to serve on SAC. Once the SIP plan is approved it will posted on our website. We voted for our SAC members for 2014-15 school year a week after Open House. Our first SAC meeting will be held on September 23rd. At that meeting we will review the draft SIP and make necessary changes based on the input of all stakeholders.

Christa McAuliffe Area 1

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Carol Roddenberry Dr. Mark Mullins

Michelle Braun

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Brevard County Public SchoolsSchool Improvement Plan

2014-2015

RATIONAL – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement)

Christa McAuliffe Elementary School has earned an A for 10 years until last year when we dropped to a C. This year we earned an A (went up 42 points). We attribute our gains to our commitment to our SIP goals last year, “All teachers at Christa McAuliffe Elementary will use standards based instruction focusing on use of strong essential questions which will lead to rigor and improved student achievement in all curriculum areas.” Teachers continue to focus on the high yield strategies, Summarization of skills both written and oral, the use of graphic organizers, the use of higher order questions, and on the use of essential questions to write across the curriculum areas. Students will track their own data using data notebooks.

Our school’s demographics have changed considerably in the past 4 years. Our minority rate and free and reduced rates have increased. Our stability rate has decreased. After attending Dr. Max Thompson’s training, our team has realized that we need to reevaluate our instructional strategies to ensure we are meeting the needs of all of our students on a consistent and pervasive basis. Dr. Thompson’s research shows that the higher the percentage of free and reduced students the fewer instructional options we have to reach maximum student achievement levels.

This summer I attended training with Dr. Lassiter on instructional leadership for student success, which focused on practices principals can follow that will lead to improved classroom instruction. I will base my Professional Development Plan on these improved practices that will improve our instructional climate. This in turn will shape a vision of academic success for all students, lead to cultivating leadership in others, improve instructional practices and increase academic rigor.

This year our FCAT scores increased significantly in math. All grade levels increased in the percentage of students achieving level 3 and above and students making learning gains. Our 5th grade math scores improved 20 percentile points. Our FCAT Science score increased by 21%. Learning gains for reading and math increased as did our learning gains for our students in the lowest 25% . The percent of gains in reading increased in 5th and 6th grades but went down for our 3rd and 4th grade students by 5%. Our 4th grade writing scores also declined by 5%. Our goal is to see increased student achievement in reading and writing, LAFS, due to our continued efforts to write across the curriculum areas.

For the past three years our testing data from state (FCAT, FAIR.) and district tests have indicated a need for us to focus on raising the scores of our level 3 and above students. Our students making learning gains and our lowest 25% of students making learning gains have remained the same or increased over the past three years in reading and math. This past year our % of students scoring level 3 and above increased in all areas with the exception of 3rd and 4th grade reading and 4th grade writing. Our task this year is to continue to work on raising the number of students who meet the higher levels of achievement while continuing to raise our lowest 25%. In order to accomplish this goal we need to focus on the Florida Standards and preparing students for the FSA assessments. We will continue to use the High Yield Strategies and the Monitoring practices from Max Thompson’s books, “Monitoring for Achievement” and “Moving Schools: Lessons From Exemplary Leaders”. This year we will incorporate some of the most effective leadership practices that have the greatest impact on student learning from my training with Cathy Lassiter and the book, “Visible Learning”. These will include: Participating in and leading teacher learning, Setting goals and expectations, Ensuring quality teaching, Resourcing strategically and Ensuring a safe and orderly environment.

This year our students will be tested on FSA and our focus will be on the new Florida Standards, LAFS, Language Arts Florida Standards, and MAFS, Math Florida Standards. We will continue to use the high yield strategies and best teaching practices when teaching the new Florida Standards. We will review the item specs and sample test items, which are available on the FSA website, to ensure students are prepared for the new assessment tool. Connecting our school data and district strategic plan, Brevard Public Schools 1-year aggregated VAM scores will be positive for Reading, Mathematics and combined.

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Grade level data 2010 – 2011 (FCAT) 2011 – 2012 ( FCAT) 2012-2013 (FCAT) 2013-2014 (FCAT)

Third grade Reading 74% 71% 62% 59%

Math 88% 69% 50% 55%

4th grade Reading 74% 55% 60% 55%

Math 78% 61% 60% 63%

Writing 95% 67% 3.0> 44% 3.5> 39% 3.5>

5th grade Reading 70% 55% 56% 64%

Math 56% 48% 45% 66%

Science 71% 57% 47% 67%

6th grade Reading 73% 64% 62% 67%

Math 70% 64% 60% 67%

2010-2011 2011-2012 2012-2013 2013-2014

% meeting High Standards in Reading 74% 63% 61% 61%

% meeting High Standards Math 73% 61% 55% 64% + 9

S% meeting High Standards Writing 88% 67% 45% 38%

% meeting High Standards Science 58% 57% 46% 65% + 19

% making Reading Gains 66% 67% 69% 74% + 6

% making Math Gains 70% 70% 70% 83% + 13

% of lowest 25% Making Learning gains in Reading 58% 65% 79% 75%

% of lowest 25% Making Learning gains in Math 57% 65% 65% 72% +7

Our school grade went form a “C” to and “A” . Our points went from 490 to 532 an increase in 42% tile points.

Analysis of Current Practice: (How do we currently conduct business?) FCAT, FAIR, and District assessment data for the past three years indicated that we needed to change our instructional strategies to those that are proven to be most effective through research. Over the past three years we have provided professional development for B.E.S.T., differentiated instruction and Thinking Maps. We have been doing our book studies on Max Thompsons “Moving Schools: Lessons from Exemplary Leaders” and “ Monitoring for Achievement”. Last year our focus was on standards based instruction and focusing on the use of strong essential questions which led to increased rigor in instruction and improved student achievement in all

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curriculum areas. We focused on implementing the use of graphic organizers, summarizing, writing across all content areas in K-6th and the use of data notebooks so students could track their assessment data. Our focus will be to continue focusing on these high yield strategies.

Last years’ end of the year survey and walk through data indicated that 100% of our teachers were using these strategies but not on a consistent and pervasive basis. Although all teachers are making progress in these areas we want to continue the efforts we began last year and the year before as our current FCAT scores reflect that they have been effective. These strategies will continue to be “look fors” and “Ask Abouts” during classroom walk throughs and classroom observations. With the change from NGSSS to the LAFS and MAFS now is the optimal time for full implementation of the high yield strategies. Our expectation is that the continued and more consistent use of these strategies, as we move into the full implementation of the new Florida Standards, will continue to raise our student achievement levels in all curriculum areas. Teachers will follow the district and state timelines and administer assessments for reading, math, science, writing and social studies. Weekly formative assessments will also be given to all students to accurately monitor student progress. Data from all assessments will indicate achievement toward our goal. The data from these assessments will be discussed by the grade levels during PLC meetings.

We will continue to differentiate instruction in reading and math groups by providing small group strategy-based instruction.  We will continue to individualize instruction in reading, math, and other subject areas as identified by the needs of students in each grade level by providing evidence-based intervention, enrichment or additional practice as needed during SMART Time.  SMART Time is a 30-40 minute block of instructional time outside of the 90-minute reading block.  Each grade level is assigned a designated SMART Time.

The teachers at McAuliffe work collaboratively using teacher editions, pacing guides and other support materials to plan for daily instruction. Grade level PLC meetings allow teachers time to collaborate. McAuliffe started RTI meetings five years ago and teachers have learned to compare students’ data from their classrooms to those of their peers at school, within district, or state-wide. Through the RTI meetings teachers have learned to differentiate instruction, locate applicable resources, implement appropriate strategies and progress monitor at appropriate intervals. Our goal is to have teachers implement research and evidence based instructional strategies consistently and pervasively across all content areas. Having weekly PLC meetings, additional planning on shortened days once a month and having vertical team planning after school once a month will provide necessary time for professional discourse and collaboration. This year we will use “Performance Matters” to disaggregate data to help make instructional decisions.

Continued discussions of Dr. Max Thompson’s books “Moving Schools: Lessons From Exemplary Leaders” and “Monitoring for Achievement”, will be discussed during PLCs and tied in with the other strategies. Classroom observations and walkthroughs will ensure that these strategies are being used throughout all grade levels to implement the Florida Standards in K – 6th.

Administrators will actively be involved in working with teachers to develop and implement their PGPs which will be based on data from FCAT, BELAA, FAIR FS, FSA and district tests that are available on the Performance Matters site. They will study the data from the Instructor reports and student reports to determine their area of focus. Teachers will then reflect on their personal/professional understanding of the above mentioned strategies to determine which practices/strategies will be their focus for the goal of improving student achievement. This will be reflected in their PGP.

Our focus is to move our student achievement forward using research based teaching strategies. This year our school administrators and teacher leaders’ “Look Fors and Ask Fors” will continue to be the consistent and pervasive use of those strategies across all content areas in the classrooms. These strategies are: Summarizing, Higher Order Thinking, Advanced Organizers (including Thinking Maps) and the use of essential questions. The use of these teaching strategies will also help teachers and students bridge the gap as we move to the Florida Standards.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)

“To teach and test the skills that our students need, we must first redefine excellent instruction. It is not a checklist of teacher behaviors and a model lesson that covers content standards. It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.” (Tony Wagner – 2008)

In Rigor is NOT a Four-Letter Word, Barbara Blackburn defined rigor as “creating an environment in which each student is expected

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to learn at high levels, each student is supported so that he or she can learn at high levels, and each student demonstrates learning at high levels.” (Blackburn, 2008).

“Essential questions reside at the top of Bloom's Taxonomy (Bloom, 1954). They require students to EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria), to SYNTHESIZE (invent a new or different version) or to ANALYZE (develop a thorough and complex understanding through skillful questioning).” (From Now On, 1996)

One of the most significant factors that impacts student achievement is that teachers commit to implementing a guaranteed and viable curriculum to ensure no matter who teaches a given class, the curriculum will address certain essential content.  For learning to be effective, clear targets in terms of information and skills must be established. (Marzano, 2003).

Research has shown (McREL study) that there are nine categories of instructional strategies that affect student achievement.  These categories are identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; and questions, cues, and advance organizers (Marzano, 1998). “The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional outcomes” (Karee E. Dunn & Sean W. Mulvenon, 2009). By utilizing formative assessments and higher level questioning, students will gain the foundation knowledge to be successful in the 21st century workplace.

Marzano has organized academic goals into one single category “challenging goals and effective feedback”. Our goal is to assist teachers in utilizing teaching methods, providing learning experiences and materials that will facilitate enduring understanding. Research proves that designing and using "good" questions should be part of the instructional repertoire.

Max Thompson’s Learning Concepts, Inc. is dedicated to promoting comprehensive, continual schoolImprovement and increasing achievement for all students (Thompson & Thompson, 2000). The acceptance of thisstatement by school leaders has created a groundswell of support of the strategies that appear to have an extended lifebeyond what might be termed an educational fad. His research shows that the evidence based strategies promote student achievement. These include: Extended Thinking Strategies, Summarizing, Vocabulary in Context, Advance Organizers, and Non-Verbal Representations.

As part of our implementation plan for the Florida Standards, we will incorporate the nine research-based strategies from Classroom Instruction that Works by Robert Marzano and the high yield strategies from Max Thompson, book “Moving Schools: Lessons from Exemplary Leaders”. Through Marzano training, the work of William Sanders is cited as establishing the clear implication of the critical difference an effective classroom teacher can make with any level student. With this research in mind, Christa McAuliffe will be focusing on ensuring that our teachers are including those effective strategies during planning for student achievement as well as executing the strategies within the classroom. Using these strategies will guide classroom practice and maximize the possibility of enhancing student achievement for all students Following the techniques presented in Doug Lemov’s, “Teach Like a Champion” will ensure that teachers are using the most effective teaching strategies for the delivery of curriculum.

For the past several years we have provided professional development on differentiated instruction, and Thinking Maps. We have been doing our book studies on Max Thompsons “Moving Schools: Lessons from Exemplary Leaders” and Monitoring for Achievement”. Last year our focus was using standards based instruction and focused on the use of strong essential questions which led to rigor and improved student achievement in all curriculum areas. Max Thompson ‘s implementation of these research based strategies provided strategies for increasing student achievement. This year our focus will be ensuring that teachers are implementing these best practices, particularly summarizing , advanced graphic organizers, higher order thinking strategies and essential questions in the classroom across all curriculum content areas. All teachers at Christa McAuliffe Elementary will use standards based instruction focusing on the use of strong essential questions which will lead to rigor and improved student achievement in all curriculum areas as we move into implementing the new Florida Standards: Language Arts Florida Standards (LAFS) and Math Florida Standards (MAFS).

The new Instructional Appraisal System will be discussed and analyzed to align with teachers’ growth and overall student achievement. After teachers have been given the opportunity to reflect on past and current instructional practices, individual teacher conferences for PGP’s will be held with administrators and teacher leaders to discuss what they see as instructional strengths and weaknesses through the analysis of data ( Performance Matters, FAIR FS, FSA, district assessments, etc.). The PGPs will be aligned with our School Improvement Plan.

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CONTENT AREA:

Reading Math Writing Science Parental Involvement

Drop-out Programs

Language Arts

Social Studies

Arts/PE Other:

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)

All teachers at Christa McAuliffe Elementary will use standards based instruction focusing on the use of strong essential questions and writing across the curriculum areas. This will lead to rigorous lesson plans, instruction, and learning which will lead to improved student achievement in all curriculum areas. Progress will be measured based on standards based assessments.

Strategies: (Small number of action oriented staff performance objectives)

Barrier Action Steps Person Responsible Timetable Budget In-ProcessMeasure

1. Lack of consistency in

All teachers will post the essential questions in classrooms and in lesson plans. Feedback will be provided by the observer.

All classroom teachers

August – May 2014 – 2015

Weekly walkthroughs by observers.

Administrative, district and peer mentor observations

2. Lack of full implementation

Scheduling times through out the day ( administrators and Leadership teams)

2. A.Continue to utilize with fidelity strategies from Classroom Instruction that Works by Robert Marzano, Moving Schoosl: Lessons from Exemplary Leaders, by Max Thompson, and BEST trainings, which tie into the highly effective teaching practices needed to implement the Florida Standards. Our main focus will be on developing lesson plans that include Essential questions,

A –C.All instructional staff

D. All instructional staff, administrators, and peer teachers.

August – May 2014-2015

Weekly wallthroughs by observers.

A.Administrative observations

Administrative walk- throughs using a data collection tool “ Classroom Walk –Through” software designed to monitor the use of our SIP Instructional Strategies

Peer observations

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Advanced Graphic Organizers, summarization and writing throughout the school and curriculum areas this year.

B. “Look fors”

Active student engagement, student led discussions, finding evidence in the text and writing across the curriculum, student led projects

( computer based and in cooperative groups)

Students explaining what they are learning and why through summarization

(or when asked by

“Ask Abouts” will be shared with instructional staff

Essential questions, Advanced graphic organizers, summarization and Higher order questions , standards based instruction included in lesson plans

C. Reading coach, peer teachers,and district resource teachers will model lessons for MAFS, and LAFS .

D. Review various lesson plan templates so

B. Administrators and Leadership Team will share with instructional staff

Data will be collected during walk- throughs, formal and informal observations

Adminstrators and Peer Mentors will take the standards in hand when doing the walks throughs to insure standards based instruction is being done in the classrooms.

C. Observation, inservice, and discussion notes. District resource teachers have been scheduled for PDD, walkthroughs and all PLC meetings. Teacher collaborations and feedback.

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teachers can choose one that works for them. Modeling provided as needed by peer teachers.

D. Lesson plansTeacher collaboration and feedback

3.Lack of consistency and knowledge of resources for response to interventuion

3.A Provide SMART Time instruction, including the use of summarization and Graphic Organizers including Thinking Maps, and extended thinking question with fidelity to provide differentiated enrichment and intervention instruction for all students K-6th

B. Conduct bi-monthly K-6th MTSS meetings to discuss and document student progress and response to academic and behavior interventions.

C. Conduct K-6th Individual Problem Solving Team (IPST) meetings as needed to refer students who have received interventions but are not making adequate progress for further evaluation and determine who may qualify for GSP.

A. All instructional staff.

B.Guidance counselorClassroom teachers PrincipalLiteracy coach and Math and Science resource teacherAP

C. IPST TeamMTSS team

August 2014 – May -2015

Bi-monthly meetings.

A.Teacher observations and classroom walk throughs

B. Meeting notes

C. Meeting notesReferral paperwork

SMART time data

IPST and MTSS notes

4.Lack of consistency

4 A.Discuss grade level formative assessments in grade level PLCs to ensure consistency across

A.All teachersPrincipalLeadership teamLaunch teamsAPLiteracy coachTitle 1 math and

August – May 2014-2015

A.Classroom walk throughs

Teacher observations

PLC meeting notes

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each grade level and to modify

assessments to test higher order thinking skills as required by FSA.

Teachers will be required to bring updated data notebooks to PLCs

B. Focus on regular timely feedback with teachers regarding student achievement on district assessments

C. Ongoing training on DATA analysis, Florida Standards LAFS and MAFS and Performance Matters training

science resource teacher

B. All instructional staff

C. September 22, 2014 Neyda Francis will demonstrate the data located on Performance Matters with all teachers and adminstrators. Review data at PLC meetings twice a month from August – May 2014-15

B. Meeting notes.PLC and Kid Talk, Data notebooks

Administrative observations and walk through notes provided to all teachers

C. Sign in sheets, use of information in teachers’ data notebooks

Teacher collaboration and feedback

5. Lack of consistency

Data Notebooks will be kept by all students to promote student engagement and achievement.

teachers August – May 2014-2015

Administrative observations

Administrative Walk Throughs and follow up discussions

Peer observations6. Lack Of knowledge

Training on High Effective Strategies: What works best will be shared from Dr. Lassiter’s inservice

Administrative Walkthroughs will include written feedback to increase effectiveness.

All instructional staff October 17, 2014 Sign in sheets, evaluation forms and final projects

7. Lack of Train teachers on Principal and teacher August – May 2014- Inservice records

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knowledge Performance Matters, Launch Pad and Blackboard

leaders

District personnel

2015On going

and agendasTeacher collaboration and feedback

EVALUATION – Outcome Measures and Reflection

Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of the professional practices throughout the school)

Essential questions for both reading and math will be posted and referred to throughout the lesson in every classroom. Teacher lesson

plans and instruction will incorporate summarization and writing across the curriculum areas. Essential questions, Advanced graphic

organizers, summarization and Higher order questions , standards based instruction and formal and summative assessments will be

included in lesson plans. We anticipate that these strategies will increase our students’ achievement scores on LAFS, reading and writing

components, to that of the level of similar schools in our district and state. These will be the “Look Fors” during administrative walk

throughs. Teachers were asked during pre-planning to rank their lesson plans. 10% felt that they met the lesson plan requirements as

stated in our SIP plan. We expect that number to increase to 90% in May when the final survey is given.

All teachers’ lesson plans will be monitored by the administrators during walk throughs, informal and formal observations. Plans will be

read so administrators can ensure that they reflect the distinguished ranking on IPPAS.and that the lesson activities show the depth and

rigor of the FAS standards.

Classroom Walk through data will show evidence of rigorous lesson plans and instruction. By continuing to focus on these strategies and

practices we will continue to raise student achievement even though the standards and tests have changed.

Qualitative and Quantitative Student Achievement Expectations: (Measures of student achievement)

Scores on all state and district assessments (FAIR - FS, FSA, BELAA, FCAT science , and District assessments in all subject areas) as

well as grade level formative assessments, will increase due to teachers consistently and pervasively using evidenced based high yield

strategies. 65% of our students will attain at least a “passing” score on the FSA assessment in reading and math. 65% of students will be

proficient scoring a 3 or above on the Science FCAT. Our students taking the FSA tests will score at or above the state mean.

Walk through indicators will show that the students are able to verbalize to observers the essential questions and how they assist their

learning. After qualitative survey during pre-planning, 80% of our teachers would like to observe other grade level planning strategies

during vertical teaming sessions. 60% of our teachers would like vertical teaming sessions and professional development that include

incorporating the high yield strategies to the LAFS and MAFS standards based instruction.

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MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI (Identify the MTSS leadership team and its role in development and implementation of the SIP along with data sources, data management and how staff is trained in MTSS)

The MTSS leadership team consists of the principal, guidance counselors, school psychologist, staffing specialist, reading coach, and classroom teachers. The MTSS Leadership Team meets one time per week, with additional meetings added as necessary. The primary focus of the meetings: How do we develop and maintain a problem solving system to bring out the best in our school, our teachers, and ultimately our students? The team reviews data to help make instructional decisions and identifies professional development needs based on commonalities in data. The team works collaboratively to problem solve, share best practices, evaluate implementation, and make decisions. The team shares information with other staff members during faculty and/or professional learning communities. Students with behavior and attendance issues are brought to our IPST team and go through the RTI process which is part of MTSS. Bi-monthly PLC meetings focus on Kid Talk where we discuss student achievement, formative assessments, and SMART intervention progress monitoring.

PARENT INVOLVEMENT:Connections made to the Districts’ Strategic Plan goals (4.3.5, 4.3.6, 4.3.7) we will maintain our 80% satisfactory score. Based on the response to parents’ surveys, each of our parent night activities will occur on Thursday evenings.

396 parents responded to the District Title 1 Parent Survey in 2013-2014 compared to 133 the previous year. We will continue to increase the number of responses by doing the followingDistribute paper copies of the District Title 1 Parent Survey to all parents. Have a copy of our school’s Parent Involvement Plan in the office. See uploaded PIP on our school web site.

Early Warning Systems (Formerly Attendance, Suspension, and Graduation Rate)

1. Elementary School Indicators

The following data shall be considered by elementary schools.

a. Students who miss 10 percent or more of available instructional time 52 B. Students retained, pursuant to s. 1008.25(4)(c), F.S. 3.2% OF OUR STUDENTS IN K-6TH WERE RETAINED c. Students who are not proficient in reading by third grade 6.3% WERE NOT PROFICIENT IN READING BY THIRD GRADE d. Students who receive two or more behavior referrals 30 e. Students who receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S.10 10

A. Intervention strategies include: Telephone calls from the guidance counselor to the parents of students who are habitually absent or tardy; a letter from the principal is sent, then the truancy officer is contacted. In addition, the parents of students who have reached the maximum days allowed within a semester are sent the Elementary attendance appeal policy / packet.

B. Interventions for B – E. Conduct bi-monthly K-6th MTSS meetings to discuss and document student progress and response to academic and behavior interventions.

McAulliffe has 95.71% Attendance and as such are in the top 25% of schools in the District.Grade Level K 1 2 3 4 5 6 Total

Attendance <90 x 42 43 25 25 31 19 185

1 or more ISS or OSS

x 3 1 1 3 5 9 23

Level 1 in Reading or Math

x x x 19 24 13 19 75

Students exhibiting 2 or more indicators

X X X X 4 7 4 15

CTE/STEM:

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1. All Levels

a) # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs)School and county Science Fair, 6th grade Space week, 4th grade Indian River Lagoon, 5th grade Harris Circuit Boards, Brevard Zoo Oyster Mat.

b) Participation in STEM-related experiences provided for studentsStudents in grade K-6th receive “hands-on” Science lessons.

STUDENT SURVEY RESULTS:

Address Elements of Student Survey Results found in the District Strategic Plan and describe how you will improve student perceptions of these indicators.

Strategic Plan Indicators:

Promotes 21st Century Skills 1.4.2, 1.4.3, 1.4.4, 1.4.5 Safe Learning Environment 2.2.2, 2.2.3, 2.2.4, 2.2.5

Elementary Student Survey:

21st Century Skills – Refer results pages 3 – 4

Our student survey question: “ How well are you learning the following 21st century Skills at school.” Overall 84% of students responded yes, 9% responded no and 6 responded I don’t know. The statements, ‘Practical use of technology and organizational skills,” received the lowest responses. We are addressing these issues by expanding the number of computer labs and increasing the number of computers in the classrooms to six. We are also making our media centers’ computer lab accessible to students before school. Teachers are scheduling our computer labs so students can work on projects.

Online Safety – Refer results pages 4 – 6The guidance counselors at McAuliffe meet with the students in all grade levels to review online

Safety. District staff came last year to speak with our parents about cyber bullying. Student responsesOn our student survey Indicate that they are using these safety practices. 70% responded that theyDo not have problem with cyber bullying. Three students responded they have given their address

and phone numbers online to someone they didn’t know, 80% responded that if they were bullied they would tell an adult and 61 % responded they would change their screen name, email address and phone number if they were being cyber bullied.

School Safety – Refer results pages 6 – 7

Under the question, “ At school this year, the following has happened to me”, 62% responded that they had not been bullied at all, 20% responded that they had been threatened or rumors had been spread against them. 75% felt safe at school and 23% didn’t. When asked where students felt unsafe, 26% of the students responded: riding bikes and/or walking to and from school, In the cafeteria, in the hallways and after school.

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At McAuliffe we have the “Bucket Filler” program to award students who exhibit positive behaviors. There are anti-bullying boxes set up around campus so students can report bulling incidents anonymously, all teachers and staff have had training on how to respond to students who report bullying. Guidance and administrators are on duty every morning and afternoon in a specific area and students feel comfortable talking to us about their concerns. Bully

1. Describe the school’s early warning system and provide a list of the early warning indicators used in the system.2.

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Early Warning Systems (SB 850)2. Describe the school’s early warning system and provide a list of the early warning indicators used in the system.

This list must include the following:ELEMENTARY Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school

suspensionAttendance is monitored on a weekly basis. One of our guidance counselors is in charge of monitoring students with chronic attendance and tardy issues. Our office clerk keeps administers aware of excessive absences or tardies. A Blackboard Direct message goes out every day informing parents that their child is absent. Letters are sent to parents when their students are out of school for 3 days in a row or when they have been absent for 5 day. If students’ attendance doesn’t improve then appointments are set up by the teachers, administrators and guidance counselors for an attendance meeting. Attendance issues are discussed during our Kid Talk and IPST meetings. Monthly attendance reports are scrutinized, and good attendance is stressed with parents and students. Monthly perfect attendance awards are given to individual students and classes. This has been part of my Guidance Counselors PGP. Our attendance continues to be in the top 15% of the district.

One or more suspensions, whether in school or out of schoolStudents who exhibit inappropriate behavior in or out of school are reported to administrators immediately. The principal and/or assistant principal meet with these students as soon as possible. Parents are called if their child has been sent to the office for misbehavior and are asked to come in for a conference. We have a process in place depending on the severity of the behavior. If the misbehaviors continue parents are invited to attend our IPST meeting so we can share services available in school or in the community. In situations where the misbehavior is chronic we will initiate RTI, which includes a behavior plan and or interventions by our Behavior Analyst. All stakeholders attend the IPST meeting to decide on an action plan. We will involve the police if a student’s behavior is violent or creates a dangerous situation. The number of students being suspended has decreased. However, the number of suspensions hasn’t due to a few students being suspended numerous times. Many of these students are new to our school and are already in Self Contained varying exceptionality classes.

Course failure in English Language Arts or mathematics

McAuliffe Elementary holds Kid Talk meeting every other Tuesday with all grade level teachers. Students who are failing English Language Arts or mathematics are listed on our data board. Tier 2 interventions are discussed and recommended. We have S.M.A.R.T. time for a half an hour a day, four days a week for every grade level, where students receive additional support or enrichment for reading and/or math. We also have a SIT reading computer lab for supplemental reading instruction. Students are placed into these groups according to testing data. Students who are not successful with the Tier 2 interventions are brought up to our MTSS team where we discuss tier 3 interventions. Our MTSS team (teachers, parents, guidance counselors, staffing specialist, school psychologist, etc.) attends these meeting so we can examine the tier 2 data and decide on a tier 3 interventions.

Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics We use the same strategies as listed above under course failure.

Students who are not proficient in reading by third gradeWe use the same strategies as listed above under course failure

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APPENDIX C

(TITLE 1 SCHOOLS ONLY)

Highly Effective Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly effective teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date1. Regular meetings of new teachers with principal Principal Ongoing

2. Partner new teachers with veteran mentor teachers Principal and Assistant Principal Ongoing

3. Place junior and senior UCF interns in classrooms with teachers who are CET certified

Principal, UCF coordinator Ongoing

4. Provide quality professional development Principal, Reading Coach, Math/Science Coach, Assistant Principal

Ongoing

Non-Highly Effective Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly effective. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).

Number of staff and paraprofessionals that are teaching out-of-field/and who are not highly effective

Provide the strategies that are being implemented to support the staff in becoming highly effective

none

ALIGNMENT OF SCHOOL IMPROVEMENT PLANAND

TITLE I SCHOOLWIDE PLAN

Required Elements of a Title I Schoolwide Plan (SWP) /School Improvement Plan (SIP)(Section 1114 – Components of a Schoolwide Program)

Check the area(s) where each element is addressed in the SIP.

Additional information and references from Title I of the Elementary and Secondary Education Act (ESEA):

1. Include data from comprehensive needs assessment of the school _√_Rationale

Include academic achievement of students in relation to the state academic content and achievement standards. Be sure to include migrant, if applicable.

2. Provide opportunities for all children to meet state standards

_√_Analysis of Current Practice__√Strategies__√MTSS

3. Utilize scientifically based strategies to strengthen the core academic program

_√_ Analysis of Current Practice_√_Best Practice__√ Strategies

Strategies, materials and programs that are research based are a required element of any objective.

4. Include additional strategies that increase the amount and quality of learning time

_√_Strategies_√_MTSS

All schools are required to indicate what additional learning opportunities are made available during school, before and/or after school, and during

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_√_ STEM summer, when applicable, and help provide enriched and accelerated curriculum.SMART time (Title 1 Asst & Resource Teachers), Data Provided for MTSS (from SMART time)Title 1 Resource teacher provides Hands on Science (3-5)

5. Include strategies for meeting the educational needs of historically underserved subgroups, low-achieving, and at-risk students

_√_Strategies_√_MTSS_√_Early Warning System

These may include counseling, pupil services, and mentoring services.Guidance Counselor, Title 1 Resource Teachers and Asst. provide small group instruction for these students.

6. State the means of determining whether student needs in the above requirement (#5) are being met

_√_Strategies_√_MTSS√__Early Warning System

Address how the school will determine the educational needs of historically underserved subgroups, low-achieving, and at-risk students are being metStudents are identified during Kid Talk meeting and MTSS, IPPST

7. Incorporate instruction by highly qualified teachers _√_Highly Qualified

Teachers

All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the requirements, list strategies to support staff to become highly qualified.

8. Include strategies that support high quality and ongoing professional development for teachers, principals, and paraprofessionals

__√Best Practice _√_Strategies__√ MTSS

Each school receiving Title I funds shall devote sufficient resources to effectively carry out this requirement.

9. Include strategies to attract high quality, highly qualified teachers

_√_Highly Qualified Teachers

Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers.

10. Include strategies to increase parent involvement _√_Parental

Involvement

Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP.

11. Include strategies that assist preschool children in the transition from preschool to kindergarten

_√_Transition from Preschool

Elementary schools must identify how they will assist students in early childhood programs, such as Head Start and VPK, with the transition into elementary school. Guidance Counselor visits VPK, ELP and K classes.

12. Include teachers in using student achievement data to plan the overall instructional program

_√_ Analysis of Current Practice√__Strategies__MTSS

Described in Section 1111 (b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

13. Provide additional assistance for low-achieving students that shall include measures to ensure that students’ difficulties are identified in a timely manner

√__MTSSEvery school is required to incorporate strategies on how they will address the needs of low performing students that experience difficulty mastering the proficient and advanced levels of academic achievement standards (Section 1111 (b)).

14. Specify coordination with other federal, state, and local programs

_√_ Analysis of Current √ Practice__Best Practice_√_MTSS

Schools should include any alignment to other state, federal and local programs that support the educational programs of the school such as violence prevention, nutrition programs, Early Childhood, and Head Start.Students in transition (homeless tutoring, Project Hunger, Think and Stretch, and I Caught You Reading

_________________ _________________________ __________

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SCHOOL IMPROVEMENT PLAN DATA ANALYSIS

FCAT: SUBGROUPS- BASED ON % MEETING HIGH STANDARDS % 3 + NOTE: DATA ON DEMO REPORT AND INDV FILE

FCAT: SUBGROUPS- BASED ON % MEETING HIGH STANDARDS % 3 + NOTE: DATA ON

DEMO REPORT AND INDV FILE

READING 2012 2013 2014 MATH 2012 2013 2014TOTAL POPULATION 63% 61% 61% TOTAL POPULATION 61% 55% 64%WHITE 67% 66% 66% WHITE 66% 62% 64%BLACK 49% 52% 49% BLACK 40% 38% 58%HISPANIC 66% 64% 57% HISPANIC 70% 58% 65%ED 55% 56% 56% ED 56% 48% 59%ELL 50% 56% 30% ELL 61% 40% 38%EWD 41% 54% 32% EWD 35% 47% 32%

FCAT: SCHOOL GRADE CRITERIA ( DATA ON SCHOOL GR. REPORT)

FCAT: SCHOOL GRADE CRITERIA (DATA ON SCHOOL GR. REPORT)

READING 2012 2013 2014 MATH 2012 2013 2014LEVEL 1 15% 16% 15% LEVEL 1 19% 20% 13%LEVELS 3 and Above 61% 61% 61% LEVELS 3 and Above 61% 55% 63%LEVELS 4 & 5 32% 30% 31% LEVELS 4 & 5 29% 25% 38%LEARNING GAINS (LG) 67% 69% 74% LEARNING GAINS 70% 70% 83%LOWEST 25% (LG) 65% 70% 75% LOWEST 25% (LG) 65% 65% 72%WRITING (3.5 +) 67% 45% 39% WRITING (3.5 +) 67% 45% 38%SCIENCE (% 3 +) 57% 47% 65% SCIENCE (% 3 +) 57% 47% 65%

End of Course Testing (EOC)ALGEBRA 2012 2013 2014 BIOLOGY 2012 2013 2014

LEVEL 3 NA NA NA LEVEL 3 NA NA NALEVELS 4 & 5 NA NA NA LEVELS 4 & 5 NA NA NA

GEOMETRY 2012 2013 2014 US HISTORY 2012 2013 2014LEVEL 3 NA NA NA LEVEL 3 NA NA NALEVELS 4 & 5 NA NA NA LEVELS 4 & 5 NA NA NA

Florida Alternate Assessment (FAA) NOTE: DATA ON THE FAA REPORTREADING 2012 2013 2014 MATH 2012 2013 2014

LEVELS 1, 2,3 NA NA NA LEVELS 1, 2,3 NA NA NALEVELS 4,5,6 NA NA NA LEVELS 4,5,6 NA NA NALEVELS 7,8,9 NA NA NA LEVELS 7,8,9 NA NA NAProficient LVS 4-9 NA NA NA Proficient LVS 4-9 NA NA NA

WRITING 2012 2013 2014 SCIENCE 2012 2013 2014LEVELS 1, 2,3 NA NA NA LEVELS 1, 2,3 NA NA NALEVELS 4,5,6 NA NA NA LEVELS 4,5,6 NA NA NALEVELS 7,8,9 NA NA NA LEVELS 7,8,9 NA NA NAProficient LVS 4-9 NA NA NA Proficient LVS 4-9 NA NA NA

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COMPREHENSIVE ENGLISH LANGUAGE LEARNING ASSESSMENT (CELLA)LISTENING/SPEAKING 2012 2013 2014 READING 2012 2013 2014

KG 68% 30% 80% KG 57% 0% 2%1 56% 90% 88% 1 56% 40% 100%2 100% 100% 100% 2 92% 100% 83%3 0 38% 67% 3 0% 13% 1%4 50% 67% 100% 4 50% 33% 83%

5 80% 75% 100% 5 80% 50% 100%6 60% 83% 100% 6 20% 33% 40%

WRITING 2012 2013 2014KG 45% 0% 0%1 44% 40% 75%2 58% 57% 83%3 0 25% 29%

CELLA NOTE: REPORT % PROFICIENT BY GRADE LEVEL (DATA ON THE CELLA REPORT)

4 50% 33% 100%5 60% 63% 100%6 60% 0% 100%

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Subgroup

Percent Tested

Reading

R-% Scoring

Satisfactory 2013

R%Scoring

Satisfactory2014

HP Qualifyin

g in Reading

Target AMO

Reading

Met Target R

Safe Harbor, Reading

Improving, Reading

Maintaining or

Declining, Reading

Declining, Reading

Percent

Tested Math

ALL STDS 100% 61% n 71 n n no yes yes 99%AME INDIAN NA NA NA NA NA NA NA NA NA NA NAASIAN NA NA NA NA NA NA NA NA NA NA NAB/AA 100% 52% 49% n 69% no no yes no no 100%

HISPANIC 100% 64% 57% n 62% yes NA NA na na 100%

WHITE 100% 66% 66% n 74% no no no yes yes 99%

ELL 100% 51% 33% n 63% no no yes no no 100%

SWD 100% 30% 29% n 48% no no n yes yes 99%

FRL 100% 56% 56% n 64% no no yes no no 100%

Math

Subgroup

M % Scoring

Satisfactory 2013

M% Scoring

Satisfactory2014

HP Qualifying

in Math

Target AMO Math

Met Target Math

Safe Harbor, Math

Improving, Math

Maintaining or

Declining, Math

Declining, Math

LG Pts for Low

25% Reading

LG Pts for

Low 25%

Math

ALL STDS 55% N 67% no no no yes yes 79 65AME INDIAN NA NA N NA

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ASIAN NA NA N NA

B/AA 38% 58% N 58% no no no yes yes

HISPANIC 58% 65% N 70% no no no yes yes

WHITE 62% 64% N 69% no no no yes yes

ELL 34% 38% N 71% no no no yes yes

SWD 24% 32% N 44% no no no yes yes

FRL 49% 59% N 63% no no no yes yes

Other

ALL STDSGraduation Rate, 2010

Graduation Rate, 2011

Writing % Satisfactor

y

Target AMO

Reading, 2014

Target AMO Math, 2014

Target AMO

Reading, 2015

Target AMO Math, 2015

Target AMO

Reading, 2016

Target AMO

Math, 2016

Target AMO

Reading, 2017

Target AMO Math, 2017

AME INDIAN na

ASIAN na

B/AA 41% 72% 62% 75% 66% 78% 70% 82% 75%

HISPANIC 63% 66% 73% 69% 76% 73% 79% 77% 82%

WHITE 31% 77% 72% 79% 75% 82% 78% 85% 82%

ELL 53% 66% 74% 70% 77% 74% 80% 78% 83%

SWD 53% 54% 50% 59% 55% 64% 61% 69% 67%

FRL 40% 68% 66% 71% 70% 75% 74% 79% 78%

School Grade

YearSchool Grade Number of

Pts. EarnedSchool Gr. Change to

Current Yr. School Letter Grade

2012 515 -1 B2013 490 -1 C2014 531 +2 A

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